Impact of National Education Policy 2020 and Opportunities For Stakeholders

Impact of
National Education
Policy 2020 and
opportunities for
stakeholders
August 2020
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Table of contents
Introduction..................................................................................................................................3
1. Early Childhood Care and Education and School Education .................... 5
1.1 Key impact areas .................................................................................................................. 6
I. Ensure that every child has access to the formal schooling system ............................... 6
II. More holistic, competency-driven learning ..................................................................... 6
III. Assessments as a means, not the end .......................................................................... 7
IV. Professionally qualified and skilled teaching force ......................................................... 7
V. Resource efficient, open and accountable education system ........................................ 7
1.2 Opportunities and key considerations for stakeholders ........................................................ 8
2. Higher Education ............................................................................................ 10

2.1.Key impact areas ................................................................................................................... 12
I. Quality universities and colleges through large-scale consolidation ................................ 12
II. A higher education system that is accessible and inclusive ............................................ 13
III. Quality and well-incentivised faculty at the core of higher education transformation .... 13
IV. Promoting excellence through internationalisation ..........................................................14
V. Accountability and transparency as levers for improved governance .............................. 14
2.2 Opportunities and key considerations for stakeholders ........................................................15
3. Vocationalisation in schools and development of

higher education pathways .......................................................................... 17
3.1. Key impact areas ................................................................................................................. 18
I. Improved integration of vocational education ..................................................................18
II. Creation of hybrid vocational ecosystem .........................................................................18
III. Integration of vocational education with Higher Education ............................................. 18
IV. Increased market orientation of vocational education ..................................................... 18
3.2.Opportunities and key considerations for stakeholders ........................................................19
4. Embracing the digital shift ........................................................................... 21

I. Technology for improving learning outcomes with focus on disadvantaged sections ... 22
II. Improving access and equity through online courses and ODL ..................................... 22
III. Enhanced digital infrastructure ....................................................................................... 22
IV. NETF and adoption of disruptive technologies ............................................................... 22
V. Data-driven systems for evidence-based policymaking .................................................. 22
5. Way forward and Opportunities for stakeholders ....................................... 23

6. Glossary .......................................................................................................... 29
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3 | Report title
Introduction
The National Education Policy (NEP) 2020 coding, design thinking, digital literacy, ethical
aims to transform education, keeping the and moral reasoning etc. The NEP promotes
learner at the centre. The NEP builds on building of strong foundational skills right
recommendations from the Education from early childhood. Also, there is a new
Commission (1964–66) and Justice J. S. way of envisioning vocational education in
Verma Commission (2012) as well as the the policy by integrating it across secondary
previous version of the policy – National and higher education and developing a credit
Policy on Education 1986, modified in 1992 framework to offer vertical and horizontal
(NPE 1986/92), Right of Children to Free mobility between vocational and higher
and Compulsory Education Act, 2009 and education.
Rights of Persons with Disabilities (RPWD) One of the stronger themes across the
Act, 2016. The NEP 2020 is a huge stride entire policy document is around quality
in the right direction — it focusses on the improvement in the learning outcomes. A
holistic development of students by ensuring series of initiatives has been highlighted
access, relevance, equity, quality and strong in the NEP around quality learning
foundational learning. environments, use of ICT tools for training,
The new policy has numerous takeaways for experiential learning, improving the quality
education sector stakeholders. This report, of faculty among others. Recommendations
which is KPMG in India’s point of view, on moving ECCE and school pedagogy to
analyses the impact of the NEP and puts the 5+3+3+4 structure and a three-tiered
forth various opportunity areas emerging from institutional architecture in the higher
the new policy. Significantly, the policy lays education segment (research focus, teaching
emphasis on four key areas of reforms viz. focus and autonomous degree-granting
curricular changes to build strong foundational colleges with strong employability focus) are
skills, improving quality of learning across welcome steps from the sector standpoint.
all levels of education, shift in the ways of Educational institutions must plan to leverage
assessment and, finally, need for systemic suggestions in the policy. It has rightly
transformation. translated the learners’ needs by offering
The NEP envisages creating synergies in the them increased flexibility in choosing subjects
curriculum across Early Childhood Care and mapped to their aspirations. Furthermore,
Education (ECCE) to school and the higher multiple entry and exit points along with the
education segments. The NEP stresses on concept of academic credit bank will ensure
creating a national curricular and pedagogical their continued learning.
framework, which is competency-based, The next focus area is around assessment
inclusive, innovative and focuses on reforms, a much-awaited change. The NEP
comprehensive development of children. emphasises upon the need for formative
School curriculum is expected to imbibe the assessments, making the examinations less
human value system and provide greater strenuous and thereby inducing a practice of
flexibility and expose students to acquire self or peer review among the learners. Steps
future skills in the areas of computation, such as creation of a National Assessment
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Centre for school-level evaluations, allowing

students to retake exams in a school year,
continuous assessment at higher education
institutions with a shift to criteria-based
grading system, reflects the progressive
nature of the new policy.
The transformational dimensions highlighted
in the policy are well supported by the
systemic changes that unfold for the ECCE,
school and the higher education segments
coupled with critical digital elements.
The NEP has certainly created a need for
perspective planning at the central as well
as the State level to be able to achieve
the policy goals. Themes such as scale,
autonomy, accreditation reiterate the
requirement of efficient usage of academic
as well as non-academic resources, i.e.
faculty, infrastructural capacity (such as
school complex), digital mode of delivery,
greater funding etc. to be tuned for purpose.
The vision is to institutionalise national-level
accreditation and standard-setting bodies,
which will drive quality and will focus on
enhancing learning outcomes in their core
and, at the same time, instil the optimal
amount of flexibility and autonomy in the
overall administrative framework.
The NEP 2020 is expected to put India on the
track to attain goal four of the 2030 agenda
for sustainable development by ensuring
inclusive and equitable quality education and
promoting lifelong learning opportunities for
all in the next decade. In the subsequent
sections, this report highlights the
transformational changes as laid out for the
ECCE, higher and the vocational education
segments followed by
stakeholder-wise action takeaways.
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5 | Report title
1. Early Childhood Care

Introduction
and Education and
School Education
NEP has signalled a new vision for school education, providing a much-needed revision and
reform agenda to the system. It has set the vision for a fundamental change in how education
is delivered, opening up new opportunities for education sector stakeholders while ensuring
that every school-aged child in India has access to and is provided with an equitable and
high-quality education.
Key highlights of NEP 2020: School Education

1. ECCE to be integrated with school 6. Professional standards for teachers to
education. Structure of curriculum be created; all teachers to have 4-year
and pedagogy to be changed to 5 B.Ed degree. Minimum qualifications for
(foundational) + 3 (preparatory) + 3 teachers to be integrated 4-year B.Ed by
(middle) + 4 (secondary). National 2030.
Curriculum Framework for School
7. Focus on equity for students from
Education by 2021.
socio-economically disadvantaged
2. National Professional Standards for groups . Universal access to high-quality
Teachers to be developed by 2022. Also, early childhood care and education by
National Assessment Center (PARAKH) 2030.
to be set up as a stand-alone, standard
8. 360° holistic progress card; Board
setting body by 2022.
exams to be low-stakes
3. National Mission for Foundational
9. Focus on formative competency based
Literacy and Numeracy. Universal
learning and assessments.
foundational literacy and numeracy
through National Mission by 2025. 10. Transparent online self disclosure for
public oversight and accountability.
4. Holistic curriculum to focus on 21st
century skills, mathematical and 11. No separation between arts and
scientific temper. States to rationalize sciences, curricular and extra-curricular
schools through innovative approaches and vocational and academic streams.
by 2025. 12. Medium of instruction up to Grade 5
5. Rationalisation of schools and in mother tongue / regional language.
development of school complexes by
2025.
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1.1 Key impact areas
I. Ensure that every child has access to the formal schooling system
• Every child in school by 2030: once • Fewer students from socio-
implemented, the NEP states that every economically disadvantaged groups will
child from ages 3 to 18 will have access drop out: a disproportionate number of
to education, through either public or students from disadvantaged backgrounds
private schooling options. Over 3.22 crore drop out without completing schools.
out-of-school children will be brought The increased number of options for
into the formal education system by students from Socially and Economically
providing options for entry and exit into the Disadvantaged Groups (SEDGs) including
schooling system set up of Special Education Zones, Gender
Inclusion Fund, increased access to Open
and Distance Learning (ODL) options will
ensure reduction in dropouts
Nearly 301 per cent of students in India

drop out after grade 10
II. More holistic, competency driven learning

• Changing the way students learn: • Developing skills for future jobs:
NEP’s biggest impact will be on how NEP has recommended a change in
students learn. The policy places a focus curriculum and pedagogy to ensure
on ensuring students ‘learn to learn’ and students are developing higher order
advocates moving away from the rote- cognitive skills, 21st century skills,
learning based system currently in place to mathematical and computational thinking,
a more activity-based, experiential learning critical thinking skills amongst others. The
methodology, with an increased emphasis development of these skills will result in a
on choice for students in the secondary future ready workforce, with an increased
grades. This will allow the education ability to meet the changing needs
system to shift to a more personalised, required for future jobs
student-centric model and adopt new
curriculum and technology solutions that
will enhance this process
1. School Report Cards, NUEPA, 2017-18
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III. Assessments as a means, not the end

• Assessments inform teaching-learning • Students demonstrate competency
in schools: one of the most critical in multiple ways: a low-stakes
aspects of the NEP is to move away board exam in Grade 10 and multiple
from annual examinations to a system of assessments through the year, focussed
formative assessments to support the on demonstrating learning will reduce the
teaching-learning process fear of examinations and allow students to
demonstrate what they have learnt to the
best of their abilities
IV. Professionally qualified and skilled teaching force

• All teachers to be trained and • Motivated and incentivised teachers:
professionally developed in ten years: the NEP sets up a system through which
one of the key impact areas of the NEP teachers can achieve tenure and be
is that all teachers will be professionally promoted through the system, which
trained or certified by 2030. If should incentivise and motivate teaching
implemented, all teachers from anganwadi staff. Additionally, by allowing teachers
levels up to secondary school will have the autonomy over teaching methodology,
necessary professional qualifications and ability to collaborate with others through
will meet a common set of professional school complexes, the new policy could
standards, which is a significant change remove isolation and lack of choice
from the current system for teachers, thereby increasing their
effectiveness
132 per cent of secondary school teachers in

India are not professionally qualified
V. Resource efficient, open and accountable education system

• Collaborative, resource-efficient school • Public and private schools held to the
complexes: rationalising of schools into same standard: NEP introduces multiple
clusters or complexes will increase the ways through which uniformity will be
overall utilisation of school infrastructure, induced across schools. A common
will improve collaboration between schools standard for public and private schools
and will devolve autonomy for schools will be critical to ensure that both types of
schools are providing the best education
for students
There are roughly 100,0003 single-teacher

schools accross the country
2. U-Dise, 2016-17
3. School Report Cards, NUEPA, 2017-18
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1.2 Opportunities and key considerations for stakeholders
State governments
• Implementation plans contextualised • Teacher needs analysis to be conducted

to native needs: Preparation of state- in the state; teacher training plan
level implementation plans based on and calendar to be rolled out aligned
as-is evaluation of learning levels, teacher to National Curriculum Framework
capacity, infrastructure, funding available in for Teacher Education and Teacher
the state Professional Standards; digital and other
• Development of state curriculum, methods used to disseminate required
assessment framework, state school teacher training; all anganwadi workers to
standards authority, school quality be certified
accreditation and assessment framework • State level structural reforms to ensure
with clear implementation plan, timelines, linkages across 4 functions of policy-
capacity building requirements making, education delivery, professional
• Rationalisation of school infrastructure and quality standards, and academic work
to develop school clusters or complexes • Building state level child tracking systems,
that will drive efficiency and increase efficient EMIS system with real-time data
collaboration; teachers to be rationalised analytics; identification of SEDGs within
across schools, vacancies filled through the state and development of alternate
merit-based recruitment system; clear methods of schooling to meet the needs
accountability system to be established of SEDGs (including open and distance
through defined roles and responsibilities learning options, home schooling options,
for education officials, school leaders; identification of Special Education Zones)
accountability system within school
complexes to be laid out
School managements
• Schools will have the autonomy and • The implementation of multi-language
flexibility to adopt student-friendly teaching up to Grade 5 will require
curriculum and pedagogical methods significant change in school’s resources.
• A more activity-based and experiential- Textbooks, learning materials will need
learning pedagogy will require upgradation to be available in local languages;
of both physical and digital infrastructure to teacher capacity will need to be built for
provide learners the space and resources local language and bilingual instruction;
required assessments will need to be conducted in
• The NEP allows philanthropic contributions local languages
to the education sector. It also • The revised curricular and pedagogical
recommends the use of volunteer and civil structure provides schools an opportunity
society contribution towards development to expand their current capabilities. The
of foundational skills in students. It integration of pre-primary to secondary
is required to tap into philanthropic within a single school can allow for better
contributions and civil society to increase utilisation of resources and efficiencies
the overall effectiveness of schools within the school system
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Teachers
• The introduction of professional standards • Vertical mobility for teachers: currently,

for teachers will clearly outlined roles and teacher recruitment, promotion and tenure
responsibilities of teachers, competencies is non-transparent or based on seniority.
required for teachers and necessary pre- The introduction of the NEP will provide
service training allowing aspiring and teachers with a clear process through
current teachers to monitor their own which recruitment, tenure and promotions
capability and development take place within the state, incentivising
• Reduction in time spent on non-academic teachers to perform better and increasing
tasks, and increase in time spent on core teacher motivation
academic and teaching responsibilities
Students
• Increased focus on skill and competency • More opportunities to enter schooling

development, and building of higher order system through various options for pre-
cognitive, social emotional skills and primary education, open and distance
21st century skills, which will build skills learning; access to counselling and other
required for future work services to support learning and progress
• Greater choice in subjects and ability to through schools
focus on both academic and non-academic • Ability to demonstrate learning
pursuits and competency through multiple
opportunities in an ongoing manner
Higher Educational Institutes
• Teacher education is to be integrated into • HEIs to offer 4-year B.Ed., 2-year B.Ed. and
multi-disciplinary colleges and universities shorter certification courses for specialised
areas of teaching
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10 | Report title
2. Higher Education
The NEP 2020 has outlined an ambitious

task of nearly doubling the GER in higher
education from 26.3 per cent (2018) to 50
per cent by 2035 while improving quality
of Higher Education Institutions (HEI) and
positioning India as a global education hub.
The focus is on providing a flexible curriculum
through an interdisciplinary approach, creating
multiple exit points in what would be a four-
year undergraduate programme, catalysing
research, improving faculty support and
encouraging internationalisation.
One of the paradigmatic shifts will be
the setting up of the Higher Education
Commission of India (HECI) for the entire
higher education segment. The HECI will act
as a single regulator and several functions,
including accreditation, funding and academic
standard setting, will be carried out by
independent verticals. These entities will
eventually replace other regulatory bodies like
the University Grants Commission (UGC) or
the All India Council for Technical Education
(AICTE).
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Key highlights of NEP 2020: Higher Education
Integration of vocational education

within higher education. At least 50 Reputed international universities to be
01 08
per cent learners to have exposure to encouraged to set up Indian campuses
vocational education by 2025.
Enhanced equity and inclusion -

Establishing high-quality HEIs in Career progression pathways for
aspirational districts and Special faculty based on teaching, research,
02 09
Education Zones. At least one large and service for faculty and institutional
multidisciplinary HEI in or near every leadership
district by 2030
Move towards multidisciplinary

and integrated teacher education Flexible curricular structure that will
programmes and a Four-year B.Ed. offer multiple entry and exit points to
03 10
programme. Four-year integrated B.Ed. create new possibilities for lifelong
to become the minimum qualification learning
by 2030.
Greater institutional autonomy through

independent Board of Governor (BoG); Greater focus on online education and
affiliating college system to be phased Open Distance Learning (ODL) as a
04 11
out. All standalone professional key means to improve access, equity,
educational institutions to become inclusion
multidisciplinary by 2030.
Conversion of existing stand-

National Research Foundation to
alone professional institutions to
coordinate research funding and
05 multidisciplinary HEIs by 2030. All 12
direct it to outstanding peer-reviewed
HEIs to be multidisciplinary with
research
student strength > 3000
Three-tiered institutional architecture. Single regulator (HECI) for all of higher

Tier i – Research Universities, Tier education, separation of functional
ii – Teaching Universities, Tier iii – roles - National Higher Education
06 Autonomous colleges. All colleges 13 Regulatory Authority (NHERA), National
to be accredited and become Accreditation Agency (NAA), General
autonomous degree granting colleges Education Council (GEC), Higher
by 2035 Education Grants Council (HEGC)
Focus on increasing scale of HEIs and Greater disclosure of information for

07 14
promoting multidisciplinary education public oversight and accountability
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I. Quality universities and colleges through large-scale consolidation

• Institutional restructuring and • Focus on multidisciplinary education:
consolidation: this move will have a the Indian higher education system
significant impact on the volume of is characterised by single disciplinary
HEIs in the country, by reducing them to islands of excellence such as the IITs,
nearly one-third. This will create a less IIMs and AIIMS. This move will result in
fragmented higher education system in the system heading towards creation of
the country. However, it is worth noting large multidisciplinary universities called
that the average enrolment per college in Multidisciplinary Education and Research
India currently stands at 6931, while the Universities (MERUs), like those in the
policy aims to create large HEIs with 3000 U.S. and the U.K., with increased focus on
plus enrolments. Furthermore, despite the large number of specialised colleges
the long-held view that autonomy helps to adopt multidisciplinary education.
promote excellence, India only has 7471 The creation of MERUs, especially in
autonomous colleges, out of its nearly aspirational districts, will provide access to
39,000 colleges2 quality education in diverse fields across all
segments of society
Move could result in 961 per cent of HEIs

no. of HEIs coming in India currently have
down to 15,0003 from enrolments <3000
~50,0003
Case in point2: The three-tier system established by the

landmark 1960 California Master Plan for higher education that
resulted in university system being segregated into research,
teaching and community colleges in a move to strive for
excellence, increase access to students and drive down cost
per student graduating.
1. AISHE 2018-19 and UDISE, Ministry of Human Resource Development, KPMG in India analysis
2. A Master Plan for the Higher Education in California 1960-1975, California State Department of Education, 1960
3. Draft National Education Policy, 2019
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II. A higher education system that is accessible and inclusive

• Enhanced equity and inclusion: • Improving access and equity through
currently, SEDGs have poor GER1 (SCs: Open Distance Learning and online
22 per cent, STs: 15.9 per cent) and of all programmes: around 40 lakh learners or
enrolled students, less than 10 per cent 111 per cent of the total higher education
have access to financial support. The enrolments in India are through ODL. This
establishment of Special Education Zones is likely to see a significant increase in the
in areas of high SEDG population and a coming few years to help double India’s
greater role of private HEIs in ensuring GER.
equity through scholarships and remedial
intervention is likely to enhance GER and
graduation outcomes among this segment
451 per of India’s 1.5 crore1 additional

universities at learners expected to be
present are catered through ODL and
uni-disciplinary online learning systems
III. Quality and well-incentivised faculty at the core of higher education transformation
• Addressing faculty shortage and quality: system are also likely to impact faculty
to optimise teaching loads of faculty, with motivation levels and, in turn, graduation
the current faculty-student ratio (FSR) of outcomes of students
1:29 and taking 1:20 as a healthy ratio, a • Catalysing research: the National Research
minimum of five lakh faculty members Foundation (NRF) proposed by the NEP is
would need to be hired into the system likely to create a dedicated focus towards
even at current GER levels. In addition to quality research, including widening the
addressing faculty shortage, the quality of research funding by making it competitive,
the faculty also needs to be addressed. improving efficiency of funding processes
The quality-related improvements and having a more targeted approach to
suggested to the talent management more funding research initiatives
1. AISHE 2018-19 and UDISE, Ministry of Human Resource Development, KPMG in India analysis
| 14
IV. Promoting excellence through internationalisation

• Internationalisation: crucial for any to set up institutions in India. Collaboration
knowledge economy to thrive is a two- with foreign universities by Indian HEIs will
way exchange of thought across borders. aid in integration of global skills in Indian
Internationalisation reforms proposed by curricula, thereby creating an international
the NEP would lead to a greater attraction education ecosystem in India for Indian
of international academia to participate in students and faculty. The framing of a new,
the Indian education system. Also, this will liberal legislative framework will form the
result in India’s heightened presence in the basis of twinning/ articulation agreements
global higher education map by allowing between foreign and Indian universities
both Indian HEIs to expand their footprint and will be crucial to attract foreign
abroad as well as reputed foreign players investments in Indian education
V. Accountability and transparency as levers for improved governance

• Improved governance, efficiency in dealing with multiple regulators. A
and accountability: Measures such greater move towards transparency
as creation of a single regulatory body through public disclosure of academic and
and a suggestion to have a Board of financial information will lead to increased
Governors consisting of highly qualified deployment of data tracking, auditing and
and competent individuals is likely to information systems, both at the state and
improve governance and systemic the institutional level, improving the overall
efficiency. Existing HEIs are likely to accountability
have a lesser administrative burden
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State governments
• Better outcome monitoring and resource • Improved budgetary efficiency, which can
sharing as the policy will lead to be directed towards enhancing educational
consolidation of the highly fragmented outcomes
higher education system into clusters
HEIs
• Ease of starting and operating HEIs enrolment, faculty motivation levels and so
because of clear demarcation of roles on)
and responsibilities among various higher • Opportunities for expansion and increasing
education bodies across regulation, enrolments in terms of ODL and online
accreditation, funding and academic programmes and branch campuses in
standard setting other countries
• Increased academic and administrative • Enhanced opportunities for private
autonomy of all HEIs to result in quality HEIs to obtain research funding owing
enhancement, thereby causing both to emphasis on merit-based and peer-
monetary and non-monetary benefits reviewed funding processes
(improved reputation, quality of student
Faculty
• Better service environment for faculty in • Minimal career gap and continuous
terms of access to infrastructure across learning opportunity for trainers through
basic requirements as well as educational use of technology platforms such as
technology required in classrooms SWAYAM and DIKSHA, system-wide
• Career advancement opportunities mentoring missions with senior faculty to
for faculty through operationalisation ensure continuous training opportunities
of career-progression mechanisms, while pursuing their careers
professional development opportunities • Rationalisation of teaching duties and
and improved incentivisation structures. greater autonomy to faculty to design
Also, inclusion of teaching courses and curricular and pedagogical approaches will
stints in Ph.D. programmes will better lead to improved teaching outcomes. Also,
prepare future faculty for a career in the reduced focus on non-academic work will
academia allow faculty to give more time for student
support and research activities
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Students
• More opportunities to enter the higher internships, research-based curriculum

education system through enhanced etc.
scholarships, quality ODL and online • Improved transparency by HEIs would lead
degree programs that permit remote to informed decision-making
studies • Reduced pressure on students through
• Greater flexibility for students for course introduction of one common entrance
choices and pace of study exam with the option to choose subjects
• Digitally stored credits to enable easy for UG admission.
transfer, self-paced study and verification • Global exposure for Indian students
by third parties (such as employers) in the through exchange programmes and
future setting up of foreign university branch
• Hands-on learning and practical exposure campuses in India
through short-term skill certificates,
Industry and other service providers
• Collaboration opportunity for industry Portal to support, foster and track

players in blockchain, AI, predictive the progress of students receiving
analytics: Emphasis laid on monitoring scholarships. Private HEIs can also tie
and evaluation calls for building strong up with fintech players to offer larger
data layers and technology solutions, etc. numbers of freeships and scholarships to
– potential for technology players in these their students
domains • Opportunity for industry participation in
• System-wide ICT transformation leads to research, co-delivering short-term skill
potential for private sector participation certificates, partnering in creation of online
in technology provision, infrastructure universities
set-ups, capability development for both • Opportunity for the private sector to
academic and administrative aspects be involved as experts in setting up
• Opportunity for Financial services players and operationalising of the National
and financial technology players to Educational Technology Forum (NETF)
collaborate with the National Scholarship
| 17
17 | Report title
3. Vocationalisation
in schools and
development of higher
education pathways
NEP 2020 lays down strong emphasis on The policy has identified some of the
holistic education across schools and higher underlying reasons for low vocational
education institutions and acknowledges education numbers, including lack of focus
the need for vocational training for students. on dropout candidates, absence of defined
The policy reiterates India’s very low formally pathways between higher and vocational
skilled workforce (less than five per cent) as education and the perception of vocational
compared to other developed economies. education being inferior to mainstream
education.
• Setting up Governance • Readiness assessment in • Setting entry

structure and assigning terms of infra-gap, supply qualification for teachers/
responsibilities specially at of adequate vocational trainers in vocational
district level where schools trainers, sectoral gap and stream across schools
interact with vocation training industry-job mapping and HEIs
institutions and industry
• Capacity building in terms of • Development of proper • Successful

training of trainers/ teacher, framework in sync with implementation
including RPL like module for NSQF that heal seamless of credit-based
transforming existing trained integration of vocational framework allowing full
vocational manpower into stream across schools mobility and multiple
effective teachers/ trainers and HEIs entry-exit points
• At least 50 per cent of Achieving Sustainable Development

learners through the school Goal (SDG 4.4)
and higher education • By 2030, substantially increase the
system shall have exposure number of youth and adults who have
to vocational education relevant skills, including technical and
vocational skills, for employment,
decent jobs and entrepreneurship
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I. Improved integration of vocational III. Integration of vocational education with

education Higher Education
• The NEP states that every child will learn • While degree programs such as Bachelor
at least one vocational skill in middle of Vocation (B. Voc.) will continue, HEIs
and secondary school. Thus, vocational can develop and conduct their own
education will now be integrated across vocational courses in partnership with
the value chain. Additionally, the number of industry and NGOs. HEIs would also be
students in vocational education will also allowed to offer short-term vocational
be considered while arriving at the GER skill certificate courses. With improved
targets. The aim will be to expose 50 per linkages between formal education and
cent of the learners in school and higher vocation education, the B.Voc. programme
education to vocational skills by 2025 is likely to gain popularity, especially the
II. Creation of hybrid vocational ecosystem ones that are employment oriented and
co-developed with industry leaders
• A credit-based framework in sync with the IV. Increased market orientation of
National Skills Qualifications Framework vocational education
(NSQF) is envisaged to allow easy mobility
between vocational and higher education • The NEP intends to focus on developing
and create vertical and horizontal mobility industry linkages and demand-driven
for students undergoing vocational vocational courses by engaging industry
training. Also, the policy envisages at various levels, including co-developed
collaboration between secondary schools, courses and development of incubation
ITIs, polytechnics and local industries to centres at HEIs. Besides this, the policy
promote creation of skill labs under a hub- also envisages alignment with international
and-spoke model for sharing of training standards. The focus areas for vocational
resources. education are intended to be chosen
based on skill gap analysis and mapping of
• A modular credit-linked skilling framework local opportunities. The increased impetus
will further promote lifelong learning for vocational education and lifelong
amongst the active workforce as well learning in the policy is likely to provide
as provide an impetus to scale the comfort to employers as far as continuous
apprenticeship ecosystem by enabling supply of skilled manpower is concerned
engagement of apprentices as per and will improve the overall supply-side
The Apprentices Act, 1961 and the recognition of the vocational system
Apprenticeship (Amendment) Rules, 2019
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Students
• Multiple entry-exit facilities for • Promotion of inclusivity and diversity:

students: students seeking a career in the Government of India aims to establish
vocational education and related jobs will a “Gender-Inclusion Fund” to build the
get a better preview of the same during nation’s capacity to provide inclusive
their secondary school and will have quality education to all girls, including
option to obtain higher education degrees vocational education. This is expected
later with the introduction of the credit to reduce the disparity in access to
transfer framework education (including vocational education)
for children and across socio-economically
disadvantaged groups
Teachers
• Increased demand for trained vocational • Increased supply of quality trained
instructors and master trainers: the NEP instructors: the National Curriculum
mandates an adequate number of teachers Framework for Teacher Education (NCFTE)
in schools across subjects - particularly will be included in teacher education
in subjects such as vocational education. curricula for vocational education. This
Schools will also be encouraged to hire is expected to increase the quality and
local eminent personalities or experts as number of trained trainers
master instructors in vocational subjects.
This is expected to result in increased
demand of master trainers.
Teachers
| 20
Education Technology (Edtech) players
• Opportunity for Edtech players to vocational institutes seeking to invest in

collaborate with schools on imparting digital learning. Additionally, they may
skilling courses: With a certain degree also collaborate with HEIs to offer degree
of autonomy, the liberty to run short-term programs as well as certificate programs
certificate courses and the mandate of in HE or vocational education
multidisciplinary and new-age courses • Opportunity for players operating in
complemented by ODL and online delivery assisted technology space: Assistive
channels, HEIs have a great opportunity to devices, technology-based supportive
create new streams of revenue tools and language-appropriate teaching-
• Opportunity for Edtech players learning materials (e.g., textbooks in
to collaborate with HEIs offering accessible formats such as large print and
vocational programs to offer joint Braille) will be made available to assist
degree/certificate programmes: NEP specially abled students to integrate more
lays emphasis on technology-based easily into classrooms. Implementation
learning, delivery and capacity-building of this technology will help promote
solutions. Hence, EdTech players inclusivity and is also expected to provide
will have the opportunity to develop opportunity to players in the assisted
content, delivery platforms and learning technology space.
management systems for HEIs and
ITIs, Polytechnics and Industries
• Opportunity to develop tailored employment-oriented offerings at

programs with HEIs: While industries will affordable prices through resource
have the opportunity to work with HEIs for optimisation strategies.
creating tailored programs that serve their • Opportunity for ITIs/polytechnics
needs, they will also have a role in shaping to collaborate with schools: ITIs and
the larger skills ecosystem to be more Polytechnics will have better mobilisation
aligned with their needs. opportunities while working with
• As the system evolves to become credit secondary schools and this will help
based, continuous learning focussed and address awareness and perception-related
open to online delivery channels, HEIs and issues
skill providers would have the opportunity
work together for developing meaningful,
| 21
21 | Report title
4. Embracing the
digital shift
The NEP weaves the digital thread across the AR-VR, interactive case studies may be
very fabric of the education system giving introduced in advanced phases to inculcate
‘digital’ the attention it needs. Technology multidisciplinary experiential learning.
adoption resonates across all facets of A more modular approach for e-content
education in the new policy be it for online development will further reduce the efforts
learning, e-program delivery, teacher training required for periodic upgrading. The NEP
or e-assessments. At the same time, there seeks to transform learners into ‘truly global
is conscious effort not to overdo the digital citizens’, new content needs to be developed
agenda and the policy does talk about the keeping in mind the larger learning goals
challenges of managing screen-time and the around environmental awareness, resource
effects of the digital medium on the social conservation and other global concerns.
and psycho-motor dimensions of learning. The policy appropriately lists down some
of the critical challenges that lie ahead in
With school education being organised in
implementation, including affordability and
the new pedagogical and curricular structure
access to the internet and devices, teacher
of foundational, preparational, middle and
readiness for using blended learning tools
secondary phases, there will be a need
and the massive task of continuous and
to rethink and recalibrate the e-content
effective online examinations. Some of the
development strategy. While the formative
key considerations in this regard, include the
years may focus on storytelling, animation
following.
and gamification, 3-D visualisation and
| 22
I. Technology for II. Improving access III. Enhanced digital

improving learning and equity through infrastructure
outcomes with focus online courses and
on disadvantaged • The NEP focuses
ODL
sections on developing
• The NEP aims at and enhancing an
• One of the primary areas providing for and existing national-level
the new policy seems improving access repository of digital
to address is leveraging to quality education learning resources
technology for improving through the online as well as e-learning
learning outcomes learning medium. On public platforms
and providing access the higher education like DIKSHA and
to quality education side, it opens new SWAYAM. It talks about
at scale. The policy opportunities for development of better
focusses on providing developing custom online assessment
quality education to courses that may or examination
disadvantaged sections be offered in online platforms leading to
as well as improving or distance-learning a host of new areas
digital access and mode such as development
technology assisted of digital question
learning access for banks. Innovative
Divyang students ‘Virtual Labs’ will be
utilised to improve
access to digital
learning for socially
and economically
disadvantaged groups
IV. NETF and adoption of disruptive V. Data-driven systems for

technologies evidence-based policymaking
• A new autonomous body, NETF, • Performance Assessment Review
will be created for overseeing and and Analysis of Knowledge for
facilitating decision-making in the Holistic Development (PARAKH)
technology-based learning space. is expected to monitor the
It will provide a strategic thrust as achievement of learning outcomes
well as set standards for e-learning and guide the boards of education to
in times to come make learning more contemporary
and suited to future needs. Thus,
this will provide opportunities for
setting up National/ State level data
centres for collation of learning data
and analyse them for effective policy
design and implementation.
| 23
23 | Report title
5. Way forward and

Opportunities for
stakeholders
The National Education Policy 2020 is a education structures, including regulation

progressive policy and aims to address many and governance. It is only possible when the
growing developmental imperatives of our efforts are collaborative in nature, both at the
country. The NEP is expected to put India on Central and the State level, with significant
track to attain Goal #4 of the 2030 agenda involvement of private sector stakeholders in
for sustainable development by ensuring close consultation with educational institutes,
inclusive and equitable quality education and trainers, technology partners and industry.
promoting lifelong learning opportunities Additionally, there is a need to support these
for all in the next decade. It is imperative to initiatives with enough budgets at all levels.
prioritise the initiatives and implement the Some of the immediate focus areas and
NEP in a gradual manner. The policy proposes potential opportunities for stakeholders are
the revision and revamping of all aspects of captured below.
S. no. Stakeholder(s) Focus areas Key action points Timelines
• Constitute Steering Committee

under PMO along with program
management unit for regular
consultation with States and other
bodies
• Establish the newly proposed bodies
such as HECI, NHERC, GEC and
Central HEGC along with appointment of
01 Governance members for key roles Immediate
Government
• Create a hybrid governance model to
steer interactions between skills and
HE ecosystems
• Establish vocational education
as an alternate career pathway
under National Higher Education
Qualification Framework (NHEQF)
| 24

• Define rules and regulations for
private schools and private school
operators
State • Establish convergence with RTE and
Government existing schemes such as Samagra
bodies in Shiksha
collaboration Operational
02 with District standards and • Draw a state-contextualised Immediate
and local prioritisation matrix of initiatives to
Convergence
bodies, ensure that the most critical actions
including are undertaken first
Panchayats • Develop a rationalisation framework
tailored to local needs for institutional
restructuring and consolidation with
clear 5, 10 and 15-year targets
• Short-term training programs for state
officials (DEOs, BEOs, BRCs/CRCs)
to be designed
National • State level mentorship scheme and
Council for identification of mentor institutions
Capacity
03 Teacher to strengthen affiliated colleges to Ongoing
building
Education, enable them to obtain autonomy
DGT, NSDC • State faculty development mission –
nodal centre in universities, custom
FDPs, online platforms to train
master faculty members
• Develop fund pool for contribution
towards research and development of
foundational skills
• Collaboration opportunity for industry
Teaching, players in blockchain, AI, predictive
Industry
04 research and analytics with focus on monitoring Ongoing
partners
funding and evaluation
• Opportunity for industry participation
in research, co-delivering short-term
skill certificates, co-partnering in
creation of online universities
• Opportunity to adopt student-friendly

curriculum and pedagogical methods
• Opportunity to leverage activity-based
Curriculum and experiential-learning pedagogy
05 Schools Ongoing
and Pedagogy will require upgrade of both physical
and digital infrastructure to provide
learners the space and resources
required
| 25

• Integrate Teacher education offerings
into multidisciplinary colleges and
universities, and offer 4-year B.Ed.,
2-year B.Ed. and shorter certification
courses for specialised areas of
teaching
• Ease of starting and operating HEIs
because of clear demarcation of roles
and responsibilities across regulation,
accreditation, funding and academic
standard setting
Higher Autonomy
• Leverage increased academic and
06 Education and Expansion Immediate
administrative autonomy for quality
Institutes Providers
enhancement, thereby causing both
monetary and non-monetary benefits
• Opportunities for expansion and
increasing enrolments in terms of ODL
and online programmes and branch
campuses in other countries
• Enhanced opportunities for private
HEIs to obtain research funding owing
to emphasis on merit-based and peer-
reviewed funding processes, improved
regulatory landscape
• Since all educational institutions will

have to work as ‘not-for-profit’ entities,
Entity all pre-schools will have switch to a
School Change, Not for Profit constitution
07 and HEI Acquisition Ongoing
Management and • Opportunity for HEIs to merge/acquire
Consolidation other HEIs since mandate of the NEP
requiring HEIs to be multidisciplinary
will result in substantial consolidation
• Opportunity for top 100 Foreign

Universities to set up campuses
in India. A legislative framework
Opportunity facilitating such entry will be put in
to establish place and such Universities will be
campus in given autonomy on par with other
Foreign
08 India and autonomous institutions of India. Ongoing
Universities
collaborate
with Nidan • Opportunity to increase collaboration
HEIs with Indian Educational Institutions to
widen the international exposure for
both teachers/ students and Improve
the quality of education and learning
| 26

• Opportunity to develop tailored
programs with HEIs and have a role
in shaping the higher education
ecosystem and aligning it with market
Vocational Collaboration needs
training and new
09 • Develop credit-based, continuous Immediate
providers / course
ITIs offerings learning focussed courses in
collaboration with HEIs for developing
meaningful, employment-oriented
offerings at affordable prices through
resource optimisation strategies.
• Develop textbooks, learning materials

and provide to students in local
languages
• Develop teaching and learning material
Local to develop teacher capacity suitable
Content and
10 Language for local languages and bilingual Immediate
book providers
Offerings instruction;
• Develop assessment materials
and question banks for schools,
which need to be conducted in local
languages
• Opportunity to collaborate with

schools for skilling courses starting
Education from class six
Joint course
11 Technology • Opportunity for Edtech players Ongoing
offerings
Players to collaborate with HEIs offering
vocational programs to offer joint
degree/certificate programmes.
• Opportunity for Financial services

players and financial technology
players to collaborate with the National
Scholarship Portal to support, foster
Financial and track the progress of students
12 Services Inclusivity receiving scholarships. Ongoing
players
• Private HEIs can also tie up with
fintech players to offer financial
support and scholarships to their
students
| 27
• Assistive devices, technology-based

supportive tools and language-
Assisted appropriate teaching and learning
Inclusivity and
13 Technology materials (e.g. textbooks in Ongoing
accessibility
providers accessible formats such as large print
and Braille) will be made available to
assist specially abled students.
• Opportunities to collaborate with

HEIs and schools for expansion
and increasing enrolments in online
programmes and branch campuses in
other countries
• Provide a platform for continuous
learning for trainers and mentoring
support
• ICT transformation opportunity
Information and
through participation in technology
Communication
Transformation provisioning, infrastructure set-
14 Technology (ICT) Ongoing
and Scalability ups and capability development for
Infrastructure
academic and administrative aspects
Providers
• Opportunity for setting up data-
driven systems for evidence-based
policymaking by setting up National/
State level data centres for collation
of learning data
• Opportunity for the private sector to
be involved as experts in setting up
and operationalising of the National
Educational Technology Forum (NETF)
| 28
• Opportunity to leverage Career

advancement opportunities
through operationalisation of career
progression mechanisms, professional
development opportunities and
improved incentivisation structures
• Minimal career gap and continuous
Defined learning opportunity for trainers
Faculty and
15 Career Ongoing
trainers • Rationalisation of teaching duties and
Progression
greater autonomy to faculty to design
curricular and pedagogical approaches
will lead to improved teaching
outcomes.
• Reduced focus on non-academic work
to give more time for student support
and research
• More opportunities to enter the

education system through enhanced
scholarships, quality ODL and online
degree programs that permit remote
studies
Students or Flexibility and
16 • Opportunity to make course choices Ongoing
Beneficiaries Choice
and decide the pace of study
• Global exposure for Indian students
through exchange programmes and
setting up of foreign university branch
campuses in India
| 29
29 | Report title
Glossary
ABC Academic Bank of Credit
AC Autonomous degree-granting College
AI Artificial Intelligence
AICTE All India Council for Technical Education
AR/VR Augmented Reality - Virtual Reality
B.Ed. Bachelor of Education
BOG Board of Governor
DIKSHA Digital Infrastructure for Knowledge Sharing
DGT Directorate General of Training
ECCE Early Childhood Care and Education
EMIS Educational Management Information System
GEC General Education Council
GER Gross Enrolment Ratio
HE Higher Education
HECI Higher Education Commission of India
HEGC Higher Education Grants Council
HEI Higher Education Institution
ICT Information and Communication Technology
IDP Institutional Development Plan
IIT Indian Institute of Technology
IIM Indian Institute of Management
ITI Industrial Training Institute
IToT Institute of Training of Trainers
MERU Multidisciplinary Education and Research Universities
NAA National Accreditation Agency
NCERT/SCERT National / State Council of Educational Research and Training
| 30
NCFTE National Curriculum Framework for Teacher Education

NCVET National Council for Vocational Education and Training
NEP National Education Policy (2020)
NETF National Educational Technology Forum
NHERA National Higher Education Regulatory Authority
NHEQF National Higher Education Qualification Framework
NGO Non-Governmental Organisation
NLU National Law University
NPE National Policy on Education (1986)
NPST National Professional Standards for Teachers
NRF National Research Foundation
NSDC National Skill Development Corporation
NSQF National Skills Qualifications Framework
NSTI National Skill Training Institute
NTA National Testing Agency
ODL Open and Distance Learning
Performance Assessment, Review and Analysis of Knowledge for Holistic
PARAKH
development
Ph.D Doctor of Philosophy
RPWD Rights for Persons with Disabilities
SC Scheduled Caste
SDG Sustainable Development Goal
SEDG Socially and Economically Disadvantaged Groups
SQAAF School Quality Assessment and Accreditation Framework
ST Scheduled Tribe
SWAYAM Study Webs of Active Learning for Young Aspiring Minds
UGC University Grants Commission
KPMG in India contacts:
Narayanan Ramaswamy Madhavan Vilvarayanallur Debabrata Ghosh
Partner and Head Partner Director
Education and Skill Education and Skill Education and Skill
Development Sector Development Sector Development Sector
T: + 91 98400 78242 T: + 91 97910 39872 T: +91 98919 06053
E: narayananr@kpmg.com E: vmadhavan@kpmg.com E: debabrata@kpmg.com
Acknowledgements:
We are sincerely grateful to the following people for extending their knowledge and
insights to prepare this report.
Contributed by Design and compliance team
• Ashish Katiyar • Anupriya Rajput
• Ashish Maheshwari • Satyam Nagwekar
• Manigandan G
• Akshay Bhatia
• Deewakar Gupta
• Kavita Rajagopalan
• Krishna Prakash Singh
• Subadra Kalyanaraman
• Mrityunjay Arya
• Sanjay Kumar
• Shriram Srinivasan
• Aswathy A
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Impact of National Education Policy 2020 and Opportunities For Stakeholders

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Impact of National Education Policy 2020 and Opportunities For Stakeholders

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Impact of

2. Higher Education ............................................................................................ 10

3. Vocationalisation in schools and development of

4. Embracing the digital shift ........................................................................... 21

5. Way forward and Opportunities for stakeholders ....................................... 23

Centre for school-level evaluations, allowing

1. Early Childhood Care

Key highlights of NEP 2020: School Education

1.1 Key impact areas

Nearly 301 per cent of students in India

II. More holistic, competency driven learning

1. School Report Cards, NUEPA, 2017-18

III. Assessments as a means, not the end

IV. Professionally qualified and skilled teaching force

132 per cent of secondary school teachers in

V. Resource efficient, open and accountable education system

There are roughly 100,0003 single-teacher

1.2 Opportunities and key considerations for stakeholders

• Implementation plans contextualised • Teacher needs analysis to be conducted

• The introduction of professional standards • Vertical mobility for teachers: currently,

• Increased focus on skill and competency • More opportunities to enter schooling

Higher Educational Institutes

The NEP 2020 has outlined an ambitious

Key highlights of NEP 2020: Higher Education

Integration of vocational education

Enhanced equity and inclusion -

Move towards multidisciplinary

Greater institutional autonomy through

Conversion of existing stand-

Three-tiered institutional architecture. Single regulator (HECI) for all of higher

Focus on increasing scale of HEIs and Greater disclosure of information for

2.1 Key impact areas

I. Quality universities and colleges through large-scale consolidation

Move could result in 961 per cent of HEIs

Case in point2: The three-tier system established by the

II. A higher education system that is accessible and inclusive

451 per of India’s 1.5 crore1 additional

IV. Promoting excellence through internationalisation

V. Accountability and transparency as levers for improved governance

2.2 Opportunities and key considerations for stakeholders

• More opportunities to enter the higher internships, research-based curriculum

Industry and other service providers

• Collaboration opportunity for industry Portal to support, foster and track

• Setting up Governance • Readiness assessment in • Setting entry

• Capacity building in terms of • Development of proper • Successful

• At least 50 per cent of Achieving Sustainable Development

3.1 Key impact areas

I. Improved integration of vocational III. Integration of vocational education with

3.2 Opportunities and key considerations for stakeholders

• Multiple entry-exit facilities for • Promotion of inclusivity and diversity:

Education Technology (Edtech) players

• Opportunity for Edtech players to vocational institutes seeking to invest in

ITIs, Polytechnics and Industries

• Opportunity to develop tailored employment-oriented offerings at

I. Technology for II. Improving access III. Enhanced digital

IV. NETF and adoption of disruptive V. Data-driven systems for

5. Way forward and

The National Education Policy 2020 is a education structures, including regulation

S. no. Stakeholder(s) Focus areas Key action points Timelines

• Constitute Steering Committee

S. no. Stakeholder(s) Focus areas Key action points Timelines

• Opportunity to adopt student-friendly

S. no. Stakeholder(s) Focus areas Key action points Timelines